Connecting social perspectives on mathematics teacher education in online environments

Goos, Merrilyn and Geiger, Vince (2012) Connecting social perspectives on mathematics teacher education in online environments. ZDM: The International Journal on Mathematics Education, 44 6: 705-714.

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Author Goos, Merrilyn
Geiger, Vince
Title Connecting social perspectives on mathematics teacher education in online environments
Journal name ZDM: The International Journal on Mathematics Education   Check publisher's open access policy
ISSN 1863-9690
1863-9704
Publication date 2012-10
Sub-type Article (original research)
DOI 10.1007/s11858-012-0441-y
Volume 44
Issue 6
Start page 705
End page 714
Total pages 11
Place of publication Heidelberg, Germany
Publisher Springer
Collection year 2013
Language eng
Abstract This article explores theoretical issues underpinning the design and use of online learning environments in mathematics teacher education. It considers the contribution of social theories of learning to conceptualising technology-mediated interaction, focusing specifically on community of practice models and the notion of digital mathematics performance. The article begins by introducing social perspectives on collaboration. Because of the diversity of theories within this broad research paradigm, the next section outlines networking strategies that have been proposed for connecting theoretical approaches. There follows a discussion of studies that illustrate the community of practice and performance-based approaches to research into online mathematics teacher education. The main purpose of the article is to show how these approaches could be connected by examining the same teaching and learning scenarios through different theoretical lenses. The final section identifies implications of this exploration for the design of online learning environments in mathematics teacher education to capitalise on the affordances of Web-based technologies.
Keyword Mathematics teacher education
Technology
Online learning
Community of practice
Performance
Collaboration
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online 3 July 2012

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Education Publications
 
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Created: Fri, 03 Aug 2012, 10:51:11 EST by Claire Backhouse on behalf of School of Education